ways the instrument promotes constructive dialogue with teachers
CIndy:
Training on the tool (it's components, terms, etc) should happen before teachers are observed with the tool
Administrators could show video scenarios (teachers outside of district) and have teachers discuss what they saw and complete the instrucment and also indicate - "I need to find out more about"
an area that the teacher had focused on & obserer wasn't sure what it was about OR
observer didn't have the background knowledge to understand the lesson
Adrienne- Yes, it is important to inform the teachers of the tool and the expectations that will be observed with it.
Allyson:
I like the Cindy's idea of training teachers on the tool. I also think that one needs several tools depending on what needs to be observed. Some of our newer teachers could use seeing where they move around the classrooms and so a tool that tracked their motions would be most useful.
Another idea would be for all teachers to use the tool while observing another teacher as a way to learn the tool, it's strengths and weaknesses.( I like that idea Allyson-Adrienne)
Adrienne: At my school we do alot of peer coaching. Many times the discussion comes from a teacher sharing their experiences or from a webcast or video. Oftentimes the discussion from the video gears towards criticism of the supernaturalistic of the teacher viewed, but it offers constructive dialogue amongmy colleagues.
I believe the tool has to be more than a simple checkbox of performance. Tools like that tend to lead to a monologue rather than a dialogue during post conferences. As I stated in the previous page, I believe if the entire tool and observation is based in student learning, dynamic discussion will result as teachers, administrators, and even students can get involved in the discussion. I think while the evaluation can be a tool to help teachers become more effective, I don't believe the tool needs to be a dipstick of performance based on a single snapshot of a teacher's school year. Make the tool authentic and span some time, and focus it on how students are learning, and I believe the dialogue will be born of the tool. -Ben
CIndy:
- Training on the tool (it's components, terms, etc) should happen before teachers are observed with the tool
- Administrators could show video scenarios (teachers outside of district) and have teachers discuss what they saw and complete the instrucment and also indicate - "I need to find out more about"
- an area that the teacher had focused on & obserer wasn't sure what it was about OR
- observer didn't have the background knowledge to understand the lesson
Adrienne- Yes, it is important to inform the teachers of the tool and the expectations that will be observed with it.Allyson:
I like the Cindy's idea of training teachers on the tool. I also think that one needs several tools depending on what needs to be observed. Some of our newer teachers could use seeing where they move around the classrooms and so a tool that tracked their motions would be most useful.
Another idea would be for all teachers to use the tool while observing another teacher as a way to learn the tool, it's strengths and weaknesses.( I like that idea Allyson-Adrienne)
Adrienne:
At my school we do alot of peer coaching. Many times the discussion comes from a teacher sharing their experiences or from a webcast or video. Oftentimes the discussion from the video gears towards criticism of the supernaturalistic of the teacher viewed, but it offers constructive dialogue amongmy colleagues.
I believe the tool has to be more than a simple checkbox of performance. Tools like that tend to lead to a monologue rather than a dialogue during post conferences. As I stated in the previous page, I believe if the entire tool and observation is based in student learning, dynamic discussion will result as teachers, administrators, and even students can get involved in the discussion. I think while the evaluation can be a tool to help teachers become more effective, I don't believe the tool needs to be a dipstick of performance based on a single snapshot of a teacher's school year. Make the tool authentic and span some time, and focus it on how students are learning, and I believe the dialogue will be born of the tool. -Ben